Utilizing Library Space For Learning Opportunities


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Utilizing Library Space For Learning Opportunities

  1. 1. Utilizing Library Space for Learning Opportunities<br />Kathy Crowe<br />Associate Dean for Public Services<br />Mike Crumpton<br />Assistant Dean for Administrative Services<br />University of North Carolina at Greensboro<br />
  2. 2. Jackson Library - UNCG<br />
  3. 3. Developing Learning Spaces<br />Environmental Scan<br />Assessment of how students use space<br />Assessment of what students need<br />Changes and updates<br />Renovation process and planning<br />Challenges of developing and protecting learning spaces in the facility<br />
  4. 4. Status of Space Situation<br />Library consists of 3 story main building built in 1950 and a 9 story book tower added in 1970’s<br />131,705 sq ft of space at capacity<br />Seating for 849 reduced by 50% last 5 years<br />Collection runs full, incoming acquisitions outpacing withdrawals <br />Student requests are for group study areas with tools for collaborative work<br />Quality of instruction affected by small space<br />
  5. 5. Updating and Improving Space<br />Information Commons<br />Group floors/quiet floors<br />Collaboratories<br />24/5 space<br />Food/drink allowed<br />Connector in 2006<br />
  6. 6. Changes in Learning/Studying<br />Active vs. Reflective<br />Group vs. Individual<br />Technology Enhancements<br />Environmental influence<br />Access to resources<br />
  7. 7. Needs for Future Learning Opportunities<br />Create a larger instruction lab<br />Expand collaboratories and group spaces<br />Develop a Learning Commons<br />Expand service areas to include newsroom, in-house vending, expanded copy center<br />Expand Archives space<br />Reduce and relocate Government Documents<br />Reduce size of Reference collection<br />
  8. 8. First Assess!<br />Objective view of space attributes and abilities matched to requested needs<br />Considered adjacencies, traffic flow, accessibility, functions and use of space<br />Programming expressed in user’s voice based on experience and tasks<br />Schematic design put concepts into visual format for better understanding<br />Addressed the price of re-purposing<br />
  9. 9. Why assess?<br />Gain hard data to present to consultant for programming ideas related to renovations<br />Gain data on how students’ satisfaction and use of the building <br />Gain data to present to University Administration for funding requests<br />Consider changes to technology policies and actions to library space<br />Determine future needs<br />
  10. 10. Changes in Functionality<br /><ul><li>SuperLab – needed for convenience
  11. 11. Wireless – highly used, but need more space
  12. 12. Instruction – class and individual, grown significantly but needs more space
  13. 13. Food and Drink – keeps students in library to work
  14. 14. Increase in student population (16% over last 5 years) – natural facility on campus to feel the increase
  15. 15. Increase in higher degree level research needs</li></li></ul><li>Ray Oldenburg’s Third Place<br />Public places on neutral ground where people can gather and interact. In contrast to first places (home) and second places (work), third places allow people to put aside their concerns and simply enjoy the company and conversation around them.<br />They promote social equality by leveling the status of guests, provide a setting for grassroots politics, create habits of public association, and offer psychological support to individuals and communities. <br />
  16. 16. Where do they study?<br />Which areas <br />Comfy furniture or tables<br />
  17. 17. How do they study?<br />Groups<br />Alone<br />
  18. 18. What are they using?<br />Library materials or their own <br />Library computers or laptops<br />
  19. 19. Three Assessment Activities<br />In-house survey<br />Observational studies<br />Focus groups<br />
  20. 20. In-house Survey<br />November 2007<br />Jackson and Music <br />Recruitment<br />Set up table in Library<br />Staffed with students<br />Giveaways<br />600 responses!<br />
  21. 21. What they do<br />
  22. 22. How often they come<br />
  23. 23. How long they stay<br />
  24. 24. When they come<br />
  25. 25. Observational Study<br />22 observations with checklist<br />One week in March 2008<br />Various times of day and evening<br />LIS student used it as a practicum project<br />
  26. 26. When they’re here<br />
  27. 27. Furniture preferences<br />Group Floor<br />Quiet Floor<br />
  28. 28. Alone vs. Groups<br />Group floor<br />Quiet Floor<br />
  29. 29. Alone vs. Groups<br />Reading Room<br />Information Commons<br />
  30. 30. Computer usage<br />Reference Room<br />Information Commons<br />
  31. 31. Using Materials<br />Reference Room<br />Reading Room<br />
  32. 32. Focus Groups<br />Recruitment<br />emails to student groups, <br />posters, flyers<br />Offered itunes card as gift<br />Offered refreshments<br />
  33. 33. Focus Groups<br />Six sessions in April 2008<br />Good mix of undergraduates, graduate students and subject areas, ages, off-campus and on-campus<br />Took notes and transcribed<br />Used LIS practicum student again<br />Part of discussion was showing space consultant’s first concept drawing<br />
  34. 34. Questions Asked<br />How often they come and when?<br />Entrance they use?<br />What do they do?<br />What’s good, what needs improvement?<br />Role of the Library?<br />Concept drawing<br />Indentify major changes for feedback<br />Esthetics of specific areas, i.e. circ desk, basement, SuperLab<br />
  35. 35. Concept Drawings<br />
  36. 36. Student Feedback<br />Library is an important place to study and learn<br />Both group space and quiet space important<br />Most students use their own materials<br />Don’t want to carry their laptops around<br />A variety of furniture and spaces are needed<br />Not getting instruction at freshman level<br />Online resources particularly important to grad student<br />
  37. 37. Summarized Responses<br />Circ Desk not <br />easily assessable<br />Superlab is needed<br /> but as convenience,<br /> would go further to use<br />Food and drink important<br /> for using library<br />Love collaboratories… <br />Need more!<br />Librarians helpful<br /> but group instruction<br /> suffers from lack of space<br />Basement creepy <br />and dark<br />
  38. 38. Other Useful Info<br />Lack of awareness of some services<br />Software on Library computers<br />Printing options<br />Copy center type services<br />Carrels and lockers<br />IM assistance<br />Materials not as important to undergrads<br />Two entrances create traffic flow and communication opportunity<br />Students expect us to be there<br />
  39. 39. Effect on Space Planning<br />Feedback and ideas carried into second concept drawing and final report<br />Evidence of library more important for space rather than materials<br />Comforts and conveniences important for ownership of space<br />Library can be host to other service points with expectations of compliance<br />Library is important to total educational experience and should be presented as such<br />
  40. 40. Actions Taken (2008)<br />Expanded collaboratories<br />Increased popular furniture options<br />Began laptop checkout in Fall 2008<br />Opened carrel checkout to all students<br />Added vending options<br />Expanded 24/5 available space<br />Targeted marketing of IM, collaboratories and other services<br />Added Messaging Board<br />
  41. 41. Furniture and Service<br />
  42. 42. Addressing Multiple Learning Space Needs<br />
  43. 43. Summary of Process<br />Space needs and problems identified<br />Space consultant hired<br />Survey of student space needs conducted<br />Observation studies of behavioral related traits conducted<br />Focus group activity conducted with space consultant’s first concept drawing<br />Space consultant’s revised second drawing compared to assessment data<br />
  44. 44. Summary of Process “continued”<br />Staff feedback gathered from each concept presentation including assessment data<br />Space consultant issued final report and recommendations<br />Changes identified that were affordable outside of remodel executed summer ’08<br />Proposal presented to Dean’s Council with request for funding assistance for major work and changes<br />Assessment data summarized for staff<br />
  45. 45. Next steps?<br />Phase One of renovation started<br />Programming, schematic design, design development<br />Renovate Archives space<br />Renovate Basement to service space<br />Collaborate with IT to develop Learning Commons<br />Continue assessment activities to evaluate and plan for learning spaces<br />
  46. 46. LibQual+ 2008 more assessment!<br />Administered for 3 weeks in October and November 2008<br />1,986 total responses<br />18% response rate<br />Library as Place important to undergraduates<br />Library space that inspires study and learningidentified as an “opportunity” in quantitative results<br />
  47. 47. LibQual + Overall mean<br />
  48. 48. Comparison to other UNC schools<br />
  49. 49. LibQual+ qualitative responses<br />Over 700 comments<br />Analyzed with Atlas TI<br />Enthused over 24/5, collaboratories, improved physical spaces<br />Lack of quiet individual study space a major concern especially with graduate students<br />Some dissatisfaction over general environment <br />
  50. 50. Institutional Effectiveness<br />Measuring outcomes 2009 vs. 2008<br />24/5 increased on average 154%<br />Laptop lending increased 85%<br />Streamlined public computer use<br />Increase in other services<br />Vending<br />Study carrels<br />Copy services<br />Redesign of website<br />Gate counts increased 42% 2005-09 <br />
  51. 51. Follow-up focus groups<br />Nine focus groups in April 2009 with 53 participants<br />Recruited by emails to student organizations, flyers around campus, student advisory group<br />Offered $10 food services card<br />
  52. 52. Focus Groups 2009<br />Sought feedback on improvements <br />Focused on learning environment and space attributes<br />Asked them to identify future needs<br />Used LIS students to take notes<br />Used Atlas TI to code transcripts<br />
  53. 53. Focus group results<br />24/5 expansion very popular<br />Like café booths on group floors<br />Collaboratories and group areas very popular<br />Vending appreciated<br />Many found the Library’s environment conducive to study <br />Destination point for undergraduates<br />Laptop checkout popular<br />
  54. 54. Focus group results<br />Confirmed that quiet space needed-especially by graduate students<br />Professors don’t always recommend library space<br />Concern over differing policies in Superlab<br />Don’t notice message board<br />Lack of awareness about carrels and lockers<br />Desire for more up-to-date appearance<br />
  55. 55. Communicating to Staff<br />Keeping in the loop<br />Don’t underestimate staff interest in project<br />Involve at all levels<br />Make sure actions are transparent<br />Share ownership of results and feedback<br />
  56. 56. Campus Priorities and Plans<br />Library Addition<br />UNCG has identified the expansion of Jackson Library as one of its top priorities. The proposed design:<br />Expanding the tower for book stacks. <br />Create a new center of academic and student life. <br />Secondary transit hub will be adjacent to Jackson Library addition reinforcing the critical role of the building to the life of the campus. <br />Public spaces of the library should be located in conjunction with the transit hub.<br />
  57. 57. Existing Main and Tower<br />Proposed Library Addition<br />
  58. 58. Planned Learning Spaces<br />Phase one in construction design phase<br />Phase two in schematic design phase<br />Programming completed with user groups<br />Partnership established with IT department<br />Internal committee establishing timeline and work plan for staff based activities<br />Communication and protection of services important during planning stages<br />
  59. 59. Basement Schematic Design<br />Newsroom concept<br />Central Service Point<br />
  60. 60. Larger Inst Lab<br />Collaborative Service Desk<br />
  61. 61. Summary of Activities<br />Identify changes in learning space needs<br />Analyze space situation<br />Develop options and improvement needs<br />Assessment is important<br />Survey<br />Observations<br />Focus groups<br />LibQUAL+<br />Design Process<br />
  62. 62. Closing Comments<br />Budget concerns<br />Looking at partners/options<br />Information literacy skills in UNCG strategic planning<br />General Education revision<br />Evidence-based campus goals<br />
  63. 63. Questions and discussion<br />
  64. 64. Notes<br />
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